O desafio da promoção de inovação pedagógica no ensino médio em tempo integral de uma escola da Zona da Mata mineira

Abstract

This study aims to investigate the challenges faced by the school in implementing innovative teaching practices, considering possible resistance from teachers and difficulties in adapting to the full-time model, as well as analysing how these factors affect learning and the role of school management in building a more meaningful proposal for students. Thus, the research seeks to answer the following question: How can school management assist in promoting pedagogical innovation in Full-Time secondary School (EMTI) in a school in the Zona da Mata region of Minas Gerais? To this end, the study's main objective is to identify the factors that hinder the adoption of innovative practices and propose strategies for their implementation, strengthening the EMTI educational model. Consequently, the specific objectives of the research aim (a) to describe the essential principles present in the EMTI pedagogical model, according to the guiding documents of this policy, provided by the State Department of Education of Minas Gerais (SEE-MG); (b) analyse the school’s pedagogical practices and their alignment with the proposed model; and (c) develop an Educational Action Plan to encourage pedagogical innovation in the school. The theoretical framework of the research is structured around two main axes: integral education and pedagogical innovation, from the perspective of authors such as Cavaliere (2010), Gadotti (2009), Carbonell (2002), and Lima, Cavalcanti, and Mota (2020), among others. The methodological design is configured as a case study with a qualitative approach, developed in three methodological phases: literature review and document analysis; field research; data analysis and processing. The findings will support the construction of an Educational Action Plan, which aims to provide contributions for more innovative pedagogical practices in FullTime High School at the researched institution.